Diana Boggia: Implementing behavior plans, for teachers and parents

Children are learning “the ropes” of life and need incentives and encouragement, even more so than adults. A behavior plan provides the motivation that children need to succeed.

Diana Boggia

I recently visited a classroom with a behavior management plan in place.

Most classrooms have behavior plans because children respond well and work hard when there is a reward. Young children initially need extrinsic rewards (tangible prizes) as motivators, but as they grow they can be transitioned to intrinsic (feel good) rewards (i.e. quality time with us).

Whether you’re a classroom teacher or a parent at home, a behavior plan (expectations that earn rewards or privileges) provide the motivation that children need to succeed.

All of us work better or have a better day when our boss takes a moment to tell us that our work is meaningful or we’ve “done a good job.” Children are learning “the ropes” of life and need incentives and encouragement, even more so than adults.

Most classroom incentives can easily be used in your own home. Find out what motivators your child’s teacher is using and see if it fits your style.

When I taught disabled teenagers, I copied dollar bills on green paper, endorsed my name on each bill, (turning them into “Boggia bucks”) which were earned by students for who achieved the three A’s: Attempts, Achievements and Acts of kindness. Each Friday was shopping day, but they earned a “bonus buck” if they saved their money and didn’t impulse buy.

At that time I was relocating from New Jersey to Ohio and slowly cleaning out my home, so my Friday Store was filled with radios, portable CD players, alarm clocks, CDs from my children, etc.

The store was admired by students throughout the school, who often stopped by to tell me they did something amazing to see if I’d give them some “cash,” and I did. I felt that every act of kindness or attempt to achieve or succeed on a test deserved recognition. It was a complete success for everyone –– I emptied my home and the students earned as they learned.

In school

Classroom behavioral plans have been in place forever. I remember growing up and earning lunch with the principal as the highest of rewards. I earned “lunch with the teacher” in kindergarten. There were always motivators.

Today I see lots of school systems using “green cards” for good behavior and pulling a “colored card” as a warning. A marble jar system has been around for years where the entire class works (to be quiet, to be kind, etc.) toward a common goal (i.e. a party). Stickers are a favorite with younger children.

For more ideas on how to increase your child’s social or emotional function in your home or at school, log onto the educational website www.YourPerfectChild.com.

Wrong message

I recently observed a class where a beautiful doghouse was constructed on the bulletin board and every student had their names printed on bones. Each time a student distracted the class, forgot an assignment or talked out of turn, he’d be directed to “move his bone” up the path toward the dog house.

I heard a little boy whisper, “I’m almost in the dog house!”

My first instinct was that children say the funniest things! My next realization was that “in the doghouse” is an abstract concept, and that this child was playing a game of moving his dog bone toward the end goal of the doghouse.

His next “turn up” (talking to his neighbor) earned him another move with his bone and he said out loud, “I’m almost in the doghouse!”

The teacher responded, “Yes you are, and that is not something you should be proud of.”

We know that children are tactile, concrete, hands-on learners. Children play board games and have learned that the goal is to move your piece toward the end. The other missing piece is that “in the doghouse” is a negative, abstract concept, and children don’t start to develop abstract thinking until around age 6 or 7. So, those who are just learning to think “outside the box” won’t understand the message and consequence.

Lesson of the day: Be careful what you teach and how you teach it. Be careful which incentives you provide and if they are age-appropriate.

Provide your child with lots of praise and some incentives (intrinsic or extrinsic) to help him or her work toward a goal with success.

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